Emergent Learning LO1921

Doug Seeley (100433.133@compuserve.com)
03 Jul 95 18:11:02 EDT

This is a response to the recurrent theme of "Emergence" which I detect is
in some recent postings, for example

in LO 1783
> Now, I think what you are after - and certainly what I'm after - is
> an emergence, an arising, an occurring which is not merely
> accidental.

Mike McMaster in LO1723 quoted in LO1898
> How about starting from the whole being/entity that we are interested in
> and understanding it as emergent (on one hand) and an independently
> existin entity (on the other) with no recourse to reductionist
> "understanding" required.

Jim Michmerhuizen in LO1769
" Which suggests one final point for this post: isn't this a PERFECT
example of "emergent knowledge"? Threads are an _emergent_ way of
structuring the discussion: they arise from, and are maintained by, the
free and independent judgements of all the participants, including the
moderator. "

and later...
"But it is logically impossible, in such a structure, to represent
emergent knowledge. Either the database fields will be used to represent
merely syntactic features of the knowledge (in the guise of "how it
connects"), or the knowledge itself will get chopped and diced to fit into
the procrustean bed of the relation as defined."

I have the feeling that Emergent Learning is a very important
issue/process in the Learning Organization. I wonder if anyone has an
idea of what exactly it is, and how it is encouraged ??

My own experience with it, has largely come from witnessing my youngest
two children during several years of home-schooling in Australia, before
their entry into the Swiss school system. They were not taught explicitly
how to read, and how to do math, yet at some moment they spontaneously
started doing these things, much in the same manner in which children
learn to speak, and in which these two rapidly began speaking French once
they made up their minds to do it. [what they did not learn to do well
was to write in English... yet they are at the top of their classes in
Maths and French composition].

At the time, We felt that what contributed to these emergent
[spontaneous?] learning successes was the openness and respect which we
gave to their individual conscious minds.... in this area, we tried to
acknowledge their freedom as fully as possible in our relationships with
them.... but it was all so subjective.....

Anyone else with experience with Emergent Learning, especially in the
organizational context??

Doug Seeley, Ph.D.	InterDynamics Pty. Ltd. (Australia) in Geneva
			CompuServe: 100433.133  Fax: +41 22 756 3957
			"Choice and Chance are One."